Leader

Prioritizing Leadership: New Leaders Federal Policy Platform

This webpage, published by New Leaders, includes a series of briefs that encourage a greater focus on school leadership at the federal level. The five-part series encourages policymakers to consider how various policies will impact a principal throughout his or her career. The briefs focus on creating a shared vision of leadership, pipeline development, preservice preparation, evaluation and management, and retention and rewards.

It’s More Than Money: Teacher Incentive Fund-Leadership for Educators’ Advanced Performance Charlotte-Mecklenburg Schools

Charlotte-Mecklenburg Schools partnered with the Community Training and Assistance Center beginning in 2007 to seek, obtain, and implement a Teacher Incentive Fund (TIF) grant from the U.S. Department of Education that would allow for a multiyear performance-based compensation initiative. This report is an evaluation of this effort, based on five years of observations, interviews, and analyses. The analysis reveals the success of the program, but also highlights that performance-based compensation cannot rely on the promise of monetary incentives alone.

Right-Sizing the Classroom: Making the Most of Great Teachers

This paper examines whether it is possible to improve student achievement by reallocating pupils among teachers so that the most effective teachers teach a greater number of students. The paper shows that student outcomes in mathematics, reading, and science improved in both the fifth-grade and eighth-grade North Carolina classrooms examined in this research study.

Charlotte, N.C.’s Project L.I.F.T: New Teaching Roles Create Culture of Excellence in High-Need Schools

Public Impact’s case study on Opportunity Culture highlights the “truly different” things Project L.I.F.T. did to redesign four schools using Opportunity Culture models and principles. The study details the steps these schools took and the challenges they faced as they prepared to kick off their Opportunity Culture models at the beginning of the 2013–14 school year.

Leading Educators Case Study: Empowering Teacher-Leaders to Extend Their Reach by Leading Teams

This Public Impact case study is part of a series that offers an in-depth look at districts, charter schools, and other programs that have started using Opportunity Culture models (those that extend the reach of excellent teachers for more pay, within budget), or have experimented with similar strategies for expanding the impact of excellent teachers on students and peer teachers.

A New Civil Right: Reaching All Students With Excellent Teaching

This Opportunity Culture webpage, created by Public Impact, provides scenarios and materials for use by district administrators (as an exercise in rethinking the standard school set-up) and professors in business, public policy, education schools, or teacher or leader preparation programs (as resources that can be used in their classrooms). Scenario planners assume the role of a school principal who must develop a plan to give all students access to excellent teachers. The principal has no access to additional funding and can only use excellent teachers who already work at the school.

Redesigning Schools: Financial Planning for Secondary-Level Time-Technology Swap and Multi-Classroom Leadership

This brief—written and published by Public Impact—analyzes two secondary-level, blended learning models developed under their Opportunity Culture initiative: the “Time-Technology Swap” school model, and the “Time-Technology Swap” model in combination with the Multi-Classroom Leadership model. Public Impact calculated the savings and costs of these models to demonstrate how schools could increase teachers’ pay without increasing class sizes and or exceeding their budgets.

New Teacher Induction in Special Education

This research—published by the Center on Personnel Studies in Special Education— addresses four concerns regarding special education teacher induction: (1) the high attrition rate in special education; (2) the potential for beginning teachers—who are struggling to adapt to their new role—to provide inadequate services to children and youth with disabilities; (3) the increasing reliance on alternative routes to certification; and (4) the unique conditions within which special educators work.

Teacher Retention: Reducing the Attrition of Special Educators

The IRIS Center at Vanderbilt University developed this five-part, online, interactive module to highlight how to best support—and therefore retain—special educators, with a particular focus on the key steps school administrators can take to create a productive and inviting work environment.

Teacher Induction: Providing Comprehensive Training for New Special Educators

This five-part, online module, created by the IRIS Center, highlights that administrative support is critical for new special education teachers and demonstrates how teacher support can boost effectiveness in the classroom.

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